Curriculum and Instruction in Mathematics and Science Education
EDC 385G (Unique Number 08140)
Time: Tue 5-8PM SZB 439-E

Dr. Anthony Petrosino
Email: ajpetrosino@mail.utexas.edu
Sanchez Building, Room 462-A Office: 512-232-9681
Office Hours: Tuesday 5-8PM or by appointment

Course Number: EDC 385G
Course Name: Curriculum and Instruction in Mathematics and Science Education
Room Number: SZB 439-E
Unique Number: 08140

Course Description and Objectives
My purposes in this course are to explore with you several anthropological theories that provide lenses for understanding the relationship between culture, schooling and learning. We will consider and critique cultural difference theory, interpretive theory, social reproduction theory, and cultural practice theory. In addition, we will consider each theory's application to educational practice and research. Class sessions will include short lectures, small-group conversations, and whole-class discussions. Classes are designed for active participants. Please come to class prepared to discuss the assigned material. There are several things I hope you will gain from the course. They are: an understanding of historical curricula perspectives and concepts relevant to educational processes and settings; a greater sophistication in evaluating the contributions of curriculum theorists to educational research; and a reasonable idea of how to apply perspectives and concepts from this course to your own interests in mathematics and science education.

Class attendance
Since this class is run as a seminar, regular and active attendance is critical. Discussion, presentation and discourse are vital components of the course. In the event that you miss a day, please make every effort to contact me as soon as possible. In order to make up for a missed class, you will need to submit to me by the next class meeting a 3000 words synopsis of the past week's reading around a topic we shall formulate together. Failure to make up for a missed class will result in an unexcused absense. Two or more unexcused absenses will result in the loss of full grade for the course.

Course Requirements
Reading assignments have been made for each class period. Study questions will be identified for the readings. You will be expected to read the assignments and prepare brief written or oral responses to the study questions before the next class. Sometimes questions will be assigned to groups; other times, to individuals. The study questions and your responses will be the basis for our class discussions. I will evaluate the quality of both your written and oral comments.

The final requirement (and in lieu of a final exam) is a 15 page paper on an issue of curriculum and /or instruction closely related to your own research interests, to be developed during the semester and due on May 7th,2004 at 5 pm in SZB 462-A. There is also the possibility of "no paper" option which would involve taking an issue in practice and looking at it via a perspective consistent with our course. If you choose this option, we will negotiate expectations and grading.

Course Grade

Your course will be made up of the following components:
Weekly assignments                    25%
Class discussions/presentations     25%
Final Paper                                50%

Required Texts
Scientists in the Classroom - John Randolph
Publisher: Palgrave Macmillan (2002)
ISBN 0312295715

The Struggle for the American Curriculum
H. Kliebard/ Routledge; ISBN: 0415910137; 2nd edition (February 1995)

Basic Principles of Curriculum and Instruction
R. Tyler/ University of Chicago Press; ISBN: 0226820319

A Post-Modern Perspective on Curriculum.
Doll, William E.
Teachers College Press New York / 1993

Reading Packet- Available Jan 14th from IT Copy, 214 W MLK Blvd.
                      512-476-6662

Weekly Syllabus

Tuesday January 20 - INTRODUCTION

Tuesday January 27 - CURRICULUM - Foundations

Kliebard - Chapters 1-4

Tuesday February 3 - CURRICULUM - Foundations

Kliebard - Chapters 5-7

Kilpatrick, W. H. (1918). The Project Method. Teachers College Record Volume 19 Number 4, 1918, p. 319-335 (See: http://www.tcrecord.org/Content.asp?ContentID=3606))

Tuesday February 10 - CURRICULUM - Foundations

Kliebard - Chapters 8-9
Tyler - Basic Principles of Curriculum and Instruction (entire)

Tuesday February 17 - CURRICULUM - Science Education

Randolph - Scientists in the Classroom (Chapters Intro-Chapter 6)

Tuesday February 24 - CURRICULUM - Science Education

Randolph - Scientists in the Classroom (Chapters 7-8)

Welch, W. (1979). Twenty years of science curriculum development: A look back. Review of Educational Research. pp. 282-308.

Tuesday March 2 - CURRICULUM - Restructuring Science Education

Duschl, R. A. (1990). Restructuring Science Education. Teachers College Press.(entire)

Tuesday March 9 - CURRICULUM and INSTRUCTION- Constructivism and Curriculum

Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research. Vol 72 (2). pp. 131-176

Driver, R. and Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.

Tuesday March 16 - SPRING BREAK NO CLASS

Tuesday March 23 - CURRICULUM and INSTRUCTION - Mathematics Education

        Garrett, A. W. & Davis, O.L. (2003). A time of uncertainty and change: School mathematics from World War II until the New    
        Math. In (Eds. G. Stanic & J. Kilpatrick) A Hostory of School Mathematics Volume 1. NCTM

         Fey, J. T.& Graeber, A. O. (2003). From the New Math to the Agenda for Action. In (Eds. G. Stanic & J. Kilpatrick) A Hostory
        of School Mathematics Volume 1. NCTM.

         Payne, J. N. (2003). The New Math and its Aftermath, Grades K-8. In (Eds. G. Stanic & J. Kilpatrick) A Hostory of School
        Mathematics Volume 1. NCTM.

Tuesday March 30 - CURRICULUM and INSTRUCTION - Mathematics Education

O’Connor, M., Godfrey, L., and Moses, R. (1998). The missing data point: Negotiating purposes in classroom mathematics and science. In (eds. J. Greeno and S. Goldman) Thinking practices in mathematics and science learning. LEA.

Schoenfeld, A. (1998). Making mathematics and making pasta: From cookbook to really cooking. In (J. Greeno and S. Goldman) Thinking practices in mathematics and science learning. LEA.

Battista, M. and Clements, D. (2000). Mathematics curriculum development as a scientific endeavor. In (eds. A. Kelly and R. Lesh) Handbook of research design in mathematics and science education. LEA.

Tuesday April 7 - Science for All

Fensham, P.(2000). Providing suitable content in the “science for all” curriculum. (Improving Science Education).

Jenkinds, E. (2000). “Science for all”: time for a paradigm shift? (Improving Science Education).

Tuesday April 13 - AERA NO CLASS

Tuesday April 20 -

INSTRUCTION - The Role of Caring and Vygotsky’s ZPD

Goldstein, L. S. (1999). The relational zone: The role of caring relationships in the co-construction of mind. American Educational Research Journal. Vol (36). No. 3, pp.647-673.

Tuesday April 27 - INSTRUCTION: In vs. Out of Field Teaching

The Problem of Underqualified Teachers in American Secondary Schools.
Published in the March 1999 issue of Educational Researcher, this is a 12 page article summarizing Dr. Ingersoll's research on the how much, so what, who, where and why of out-of-field teaching. Copies can be downloaded from:
http://www.aera.net/pubs/er/arts/28-02/ingsoll01.htm.

Stephen J. Friedman - How Much of a Problem? A Reply to Ingersoll's " The Problem of Underqualified Teachers in American Secondary Schools"
http://www.aera.net/pubs/er/arts/29-05/fried01.htm

Misunderstanding the Problem of Out-of-Field Teaching.
Published in the January-February 2001 issue of Educational Researcher, this is a short 2 page follow up essay to the above article. It addresses two key misunderstandings surrounding the problem of out-of-field teaching: Do teachers' qualifications really matter? And what do measures of out-of-field teaching really measure? Copies can be downloaded from: http://www.aera.net/pubs/er/pdf/vol30_01/AERA300105.pdf

Tuesday May 4 - CURRICULUM - A postmodern approach

Doll, William E A post-modern perspective on curriculum.

Petrosino, A. (draft) Perspectives in Curriculum Design for Project-Based Instruction

Additional Information for Students Disability Services

If you qualify for accommodations because of a disability, please submit to me a letter from Services for Students with Disabilities (SSD) early in the semester so that your needs may be addressed. SSD determines accommodations based on documented disabilities. For additional information, call (512) 471-6259, visit 100-B West Dean Keeton St, SSB 4.104, or refer to http://www.utexas.edu/depts/dos/ssd/

Religious Observances

I will make every effort to accommodate all students who, because of religious obligations, have conflicts with scheduled exams, assignments, or other required attendance, provided they notify me in advance of the scheduled conflict. Whenever possible, students should notify me at least two weeks in advance of the conflict to request special accommodation.

Classroom Behavior

Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which students express opinions.

Academic Integrity

Policy on Scholastic Dishonesty: Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For more information, please refer to the Student Judicial Services website for official University policies and procedures on scholastic dishonesty: http://www.utexas.edu/depts/dos/sjs/academicintegrity.html

Reference Materials

The following bibliography contains materials for anyone interested in a solid introduction to cursriculum and instruction. In addition, see: http://jan.ucc.nau.edu/~jwb2/research/CurriculumTheory/CurriculumTheory.html

Curriculum Studies, Critique, Development, and Theory

Cochrane, D. (Ed.). (1987). So much for the mind: A case study in provincial curriculum development. Toronto: Kagan and Woo.

Eisner, E. (1994). Cognition and curriculum reconsidered. New York: Teachers College Press.

Eisner, E. (Ed.). (1985). Learning and teaching the ways of knowing, the Eighty-fourth Yearbook of the National Society for the Study of Education, Part II. Chicago: University of Chicago Press.

Goodson, I. (1988). The making of curriculum. London: Falmer Press.

Goodson, I. (1994). Studying curriculum. New York: Teachers College Press.

Lawn, M., & Barton, L. (Eds.). (1981). Rethinking curriculum studies. London: Croom Helm.

McNeil, J. (1985). Curriculum: A comprehensive introduction (3rd ed.). Boston, MA: Little, Brown.

Miller, J., & Seller, W. (1985). Curriculum: Perspectives and practice. New York: Longman.

Munby, H., Orpwood, G., & Russell, T. (Eds.). (1984). Seeing curriculum in a new light: Essays from science education. Lanham, MD: University Press of America.

Oliver, D. W. (1989). Education, modernity, and fractured meaning: Toward a process theory of teaching and learning. Albany, NY: State University of New York Press.

Penna, A, Giroux, H., & Pinar, W. (1981). Curriculum and instruction: Alternatives in education. Berkeley, CA: McCutchan.

Pinar, W. (Ed.). (1988). Contemporary curriculum discourses. Scottsdale, AZ: Gorsuch Scarisbrick, Publishers.

Reid, W. (1979). Thinking about the curriculum: The nature and treatment of curriculum problems. London: Routledge and Kegan Paul.

Roberts, D. A., & Östman, L. (Eds.). (1998). Problems of meaning in science curriculum. New York: Teachers College Press.

Sears, J. T., & Marshall, J. D. (1990). Teaching and thinking about curriculum: Critical inquiries. New York: Teachers College Press.

Schubert, W. (1986). Curriculum: Perspective, paradigm, and possibility. New York: Macmillan.

Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.

Tanner, L. (Ed.). (1988). Critical issues in curriculum, the Eighty-seventh Yearbook of the National Society for the Study of Education, Part I. Chicago: University of Chicago Press.

Walker, D. & Soltis, J. (1986). Curriculum and aims. New York: Teachers College Press.

Philosophy, Sociology, and Issues of the Institution of Schooling

Adler, M. (1982). The Paideia proposal: An educational manifesto. New York: Macmillan.

Apple, M. (1982). Education and power. London: Routledge and Kegan Paul.

Apple, M. (1988). Teachers and texts: A political economy of class and gender relations in education. New York: Routledge, Chapman and Hall.

Apple, M. (Ed.). (1981). Cultural and economic reproduction in education. London: Routledge and Kegan Paul.

Apple, M. W. (1993). Official knowledge: Democratic education in a conservative age. London: Routledge.

Benne, K., & Tozer, S. (Eds.). (1987). Society as educator in an age of transition,

Bloom, A. (1987). The closing of the American mind. New York: Simon and Schuster.

Bowers, C. (1974). Cultural literacy for freedom: An existential perspective on teaching, curriculum and school policy. Eugene, OR: Elan.

Broudy, H. (1988). The uses of schooling. New York: Routledge, Chapman and Hall.

Dearden, R. (1968). The philosophy of primary education. London: Routledge and Kegan Paul.

Delpit, L. (1995). Other people's children: Cultural conflicts in the classroom. New York: New Press.

Dearden, R., Hirst, P., & Peters, R. (Eds.). (1972). Education and the development of reason. London: Routledge and Kegan Paul.

Feinburg, W. & Soltis, J. (1984). School and society. New York: Teachers College Press.

Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin.

Goodlad, J. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.

Greene, M. (1988). The dialectic of freedom. New York: Teachers College Press.

Hirst, P., & Peters, R. (1970). The logic of education. London: Routledge and Kegan Paul.

McNeil, L. (1987). Contradictions of control: School structure and school knowledge. New York: Routledge and Kegan Paul.

Nyberg, D., & Egan, K. (1981). The erosion of education: Socialization and the schools. New York: Teachers College Press.

Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.

Prigogine, I. & Stengers, I. (1984). Order out of chaos. New York: Bantam.

Ravitch, D. (1983). The troubled crusade: American education 1945-1980. New York: Basic Books.

Ravitch, D. (1985). The schools we deserve: Reflections on the educational crises of our time. New York: Basic Books.

Scheffler, I. (1985). Of human potential. New York: Routledge, Chapman and Hall.

Schrag, F. (1988). Thinking in school and society. New York: Routledge, Chapman and Hall.

Siegel, H. (1988). Educating reason: Rationality, critical thinking and education. New York: Routledge, Chapman and Hall.

Sizer, T. (1984). Horace's compromise. New York: Houghton Mifflin.

Soltis, J. (1968). The analysis of educational concepts. New York: Teachers College Press.

Taba, H. (1962) Curriculum Development: Theory and practice, New York: Harcourt Brace and World.

Toulmin, S. (1953). The philosophy of science: An introduction. New York: Harper and Row.

Westbury, I. & Purves, A. (Eds.). (1988). Cultural literacy and the idea of general education, the Eighty-seventh Yearbook of the National Society for the Study of Education, Part II. Chicago: University of Chicago Press

Westbury, I., & Wilkof, N. (Eds.). (1978). Science, curriculum and liberal education: Selected essays of Joseph J. Schwab. Chicago: University of Chicago Press.

Psychology (Cognition, constructivism, learning, problem solving, etc.)

Bruner, J. (1986). Actual minds, Possible worlds. Cambridge, MA: Harvard University Press.

Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.

Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.

Donaldson, M. (1978). Children's minds. London: Fontana Press.

Donaldson, M. (1992). Human minds: An exploration. New York: Allen Lane (Penguin Press).

Duschl, R. (1990). Restructuring Science Education. Teachers College Press.

Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. New York: Routledge.

Egan, K. (1990). Romantic understanding: The development of rationality and imagination, Ages 8-15. New York: Routledge.

Farnham Diggory, S. (1982). Cognitive processes in education. New York: Harper & Row.

Lave, J. (1988). Cognition in practice. New York: Cambridge University Press.

Marshall, H. (1992). Redefining student learning: Roots of educational change. Norwood, NJ: Ablex.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life. New York: Cambridge University Press.

Vygotsky, L. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Discourse

Cazden, C. (1988). Classroom discourse. Portsmouth, NH: Heinemann Educational Books.

Gallas, K. (1995). Talking their way into science: Hearing children's questions and theories, responding with curricula. New York: Teachers College Press.

Lemke, J. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.

Lemke, J. (1995). Textual politics: Discourse and social dynamics. Bristol, PA: Taylor and Francis.

Assessment and Evaluation

Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press.

Guba, E., & Lincoln, Y. (1981). Effective evaluation. San Francisco: Jossey-Bass.

Instruction and Classroom Ecology

Gallas, K. (1994). The languages of learning: How children talk, write, dance, draw, and sing their understanding of the world. New York: Teachers College Press.

Jackson, P. (1968). Life in classrooms. New York: Holt, Rinehart and Winston.

Thelen, H. (1981). The classroom society. London: Croom Helm.